Hypothesis

Tested Relationship

Result

H1

The student’s faculty type has an influence on Moodle perceived usefulness.

Supported

H2

The student’s faculty type has an influence on Moodle perceived ease of use.

Supported

H3

The level of student’s academic year has an influence on Moodle perceived usefulness.

Supported

H4

The level of student’s academic year has an influence on Moodle perceived ease of use.

Not supported

H5

The degree of student’s GPA has an influence on Moodle perceived usefulness.

Supported

H6

The degree of student’s GPA has an influence on Moodle perceived ease of use.

Not Supported

H7

The number of previously E-learning courses has an influence on Moodle perceived usefulness.

Supported

H8

The number of previously E-learning courses has an influence on Moodle perceived ease of use.

Supported

H9

The student’s skills on computer and internet affect positively on Moodle perceived usefulness.

Not supported

H10

The student’s skills on computer and internet affect positively on Moodle perceived ease of use.

Supported

H11

The student’s difficulty reading from computer screen affect negatively on Moodle perceived usefulness.

Not Supported

H12

The student’s difficulty reading from computer screen affect negatively on Moodle perceived ease of use.

Supported

H13

The Perceived ease of use affects positively perceived usefulness of Moodle.

Supported

H14

The Perceived ease of use affects positively on attitude towards using Moodle.

Supported

H15

The Perceived usefulness affects positively on attitude towards using Moodle.

Supported

H16

The Perceived usefulness affects positively on behavioral intention to use Moodle.

Supported

H17

Attitude towards using affects positively on behavioral intention to use Moodle.

Supported

H18

Behavioral intention to use affects positively on actual using Moodle.

Supported